Lynda Haas
Associate Director of Composition
UC Irvine, Dept. of English lhaas@uci.edu
[Sadly travel plans will not allow Lynda to present f-2-f] Get in touch with her if you are as interested as I am in this techno-pedagogical approach. DS]
RIP: Rhetoric in Practice
In this assignment (the course is focused on teaching rhetorical know-how across several genres/media) students create a rhetorical situation, define conventions of genre/medium, analyze the target audience, and create a text to fit the situation. No special instruction on use of technology is provided—students are asked to choose multi-modal media only if they already know the necessary tools. This allows students with expertise to create multi-modal projects without (120 TA) instructors having to teach technology tools (the teaching focus remains rhetoric). Approximately 80% of students create multi-modal texts. We’ve developed a rubric for these projects, but grading is challenging.
Associate Director of Composition
UC Irvine, Dept. of English
lhaas@uci.edu
[Sadly travel plans will not allow Lynda to present f-2-f] Get in touch with her if you are as interested as I am in this techno-pedagogical approach. DS]
RIP: Rhetoric in Practice
In this assignment (the course is focused on teaching rhetorical know-how across several genres/media) students create a rhetorical situation, define conventions of genre/medium, analyze the target audience, and create a text to fit the situation. No special instruction on use of technology is provided—students are asked to choose multi-modal media only if they already know the necessary tools. This allows students with expertise to create multi-modal projects without (120 TA) instructors having to teach technology tools (the teaching focus remains rhetoric). Approximately 80% of students create multi-modal texts. We’ve developed a rubric for these projects, but grading is challenging.